Last updated: 7/31/2024

Introduction to Public Presentation Skills- SUNY ESF

1 week

Introduction to Course
(10) 11-12L1 See Grade Band 9-12 (Ongoing Skills)
(2) 11-12L2 See Grade Band 9-12 (Ongoing Skills)
(11) 9-10L1 See Grade Band 9-12 (Ongoing Skills)
(11) 9-10L2 See Grade Band 9-12 (Ongoing Skills)
(1) 9-10L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
(3) 9-10SL1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.
(2) 9-10SL1b Work with peers to set norms for collegial discussions and decision-making, establish clear goals, deadlines, and individual roles as needed.

What will I learn in this course?

 

What is SUNY ESF?

 

What is a syllabus?

 

What types of presentations will I create and deliver for this course? 

 

course objectives/outcomes

 

class procedures and norms

 

getting acquainted with classmates 

 

course calendar

 

grading/evaluation procedures

 

peer feedback procedures

 

syllabus

academic integrity

rubric

presentation

pre-write

constructive feedback

registration

transcript

course calendar

dual enrollment

environment of respect and positive rapport

I can read course outcomes to anticipate what I will learn. 

 

I can help establish an environment of respect and positive rapport. 

 

I can ask clarifying questions about procedures and expectations as needed. 

 

 

Course Syllabus

 

SUNY ESF Student Manual

oral checks for understanding

 

observational assessments

 

reconciling the SUNY ESF roster with the high school classroom roster to determine whether or not students successfully registered

 

Getting to know you bingo sheet 

2 weeks

Basic Communication Theory
(1) 11-12SL1b Work with peers to set norms for collegial discussions and decision-making, establish clear goals, deadlines, and individual roles as needed.
(8) 9-10L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Why study communciation theory?

 

What proccess take place in the conveyance of a message? 

 

What is the relationship between basic communication theory and oral presentation practices?

 

What can communicators do to foster the best communication possible? 

the different parts of a message/communication act

 

obstacles to communication

 

avoiding obstacles to communication

 

intent versus perception

sender

receiver

message

audience

destination

source

encoding

decoding

channel

noise

element

treatment

structure

code

 

I can identify the parts of a message/act of communication.

 

I can anticipate and work to correct communication obstacles.

 

I can explain the relationship between basic communication theory and oral presentation practices.

 

I can identify and define the basic components of different communication models.

 

I can discuss how various communication models can be applied to real-world situations.

 

LibreTexts Social Sciences 

chapter 1, section 2 "Basic Process Models of Communication" (Daniel Usera and contributing authors, Austin Community College)

 

 

Multimedia 1: Barnlund’s Transactional Model of Communication

 

Watch this animated video about Barnlunds Transactional Model. How does it compare and contrast with the other models of communication?

 

 https://www.youtube.com/watch?v=VrFXNRzfJKU

 

 

 

Multimedia 2: Communication as Culture, a conversation with James Carey

 

Watch this conversation with renowned scholar, James Carey, as he discuss the ritual model of communciation. What are some concepts that he mentions that add to what was mentioned in this chapter?

 

 https://www.youtube.com/watch?v=-Mozx7z6ues

 

 

 

terminology and concepts quiz

 

Personal Model of Interpersonal Communication Group Activity

 

Barriers to Communication Group Activity

2 weeks

Introduction to Speech and Delivery Skills
(10) 11-12L1 See Grade Band 9-12 (Ongoing Skills)
(11) 9-10L1 See Grade Band 9-12 (Ongoing Skills)
(11) 9-10L2 See Grade Band 9-12 (Ongoing Skills)

What qualities make a speaker engaging?

 

What makes a speech clear and effective?

 

What could a speaker do that would detract from the effectiveness of a speech?

 

What should a speaker do with his or her eyes while presenting? Hands? Face? 

 

How can a speaker project his or her voice to the audience?

 

Why is posture important for speaking? 

direct instruction and modeling of: cadence, inflection, posture, eye contact, facial expression, tone, volume, control, and gesticulation 

 

reading insructional guides 

 

watching and analyzing/discussing exemplars and non-examples

cadence

inflection

posture

facial expressions

gestures/gesticulation

tone

projection

volume

self control/control of the body

eye contact

engaging

distracting

I can understand the qualities that make a speaker engaging, clear, and effective. 

 

I can display control over my body while speaking. 

 

I can engage an audience with eye contact and voice projection.

 

I can use eye contact, facial expressions, and gestures appropriately while speaking. 

 

I can use cadence and inflection to enhance my speech. 

Lumen Principles of Public Speaking, Module 5: Delivering Your Speech 

 

Power Speaking: Use the Power of Nonverbal Communication to Connect With Your Audience

 

Teacher Made Notes: Introduction to Speaking and Delivery

 

26 Best Historic Speeches for Memory Work

concepts and terminology quiz

 

brief, memorized read-alouds

 

peer feedback (informal)

 

teacher feedback (informal)

2 weeks

Sell it! Commercial Project
(10) 11-12L1 See Grade Band 9-12 (Ongoing Skills)
(2) 11-12SL6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
(11) 9-10L1 See Grade Band 9-12 (Ongoing Skills)
(11) 9-10L2 See Grade Band 9-12 (Ongoing Skills)
(8) 9-10L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
(2) 9-10L3a Write and edit work so that it conforms to the guidelines in a professionally recognized style manual appropriate for the discipline and writing type.
(3) 9-10SL1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.

What makes people want to buy things? 

 

What makes a slogan catchy?

 

How can I use ethos, logos, and pathos for commercial purposes? 

 

What is the STAR method? 

teaching and modeling the STAR method

teaching rhetorical appeals 

reviewing public speaking skills

 

Students Will:

  1. Select a random object.

  2. Watch examples of commercials. Take notes analyzing their persuasive techniques & presentational style.

3.    Complete the Sell It! Graphic     

       Organizer.

4.   Write out the speech on a 

      notecard.

5.  Practice presenting your 

      speech.

6.  Present and grade your peers   

     in small groups.  Use the Sell 

     It! Commercial Speech 

     Rubric.

7.  Present your commercial to  

     the whole class.

 

STAR method- startling statement, tell a short story, ask a question, recite a quote

 

ethos

 

logos

 

pathos

 

slogan

I can conduct rhetorical analysis

 

I can practice creative writing

 

I can pracitce public speaking

 

I can practice using rhetorical appeals

 

I can improbe my collaboration

 

I can accept and provide feedback

 

I can listen actively to evaluate how clear, informative, and engaging  a speech is.

Sell It: Graphic Organizer and Directions

 

Commercial 1: https://www.youtube.com/watch?v=DV1aIGKm98c

Commercial 2: https://www.youtube.com/watch?v=WtSi6MH9h10 

 

Commercial 3: https://www.youtube.com/watch?v=FUnn3qETF7o

Commercial 4: https://www.youtube.com/watch?v=yxuHJv1_big 

 

pre writing/invention and process work

 

final draft of written speech

 

oral presentation (teacher rubric)

 

peer feedback (student rubric)

 

self evaluation (self reflection form)

 

2 weeks

Broadcasting Presentation
(10) 11-12L1 See Grade Band 9-12 (Ongoing Skills)
(1) 11-12SL4 Present claims, findings, and supporting evidence, conveying a clear and distinct perspective; alternative or opposing perspectives are addressed; organization, development, substance, and style are appropriate to task, purpose, and audience.
(1) 11-12W2f Establish and maintain a style appropriate to the writing task.
(11) 9-10L1 See Grade Band 9-12 (Ongoing Skills)
(11) 9-10L2 See Grade Band 9-12 (Ongoing Skills)
(8) 9-10L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

 How can I engage viewers with news and interviews?

 

What elements of public speaking suit a broadcast situation?

What did I do well during my presentation?

Broadcasting presentation class discussion

Broadcasting presentation graphic organizer

Broadcasting presentation final project

   

Work together in a group of 3 students to write and present a television broadcast.  Demonstrate strong public speaking skills: eye-contact, voice, gestures, posture, and overall confidence.

 

 

Must Include:

    Create an original script which includes the following:

  • An interview with a special guest (can be pre-recorded and played during the “broadcast.”

  • Current news 

  • A  sports, music, weather, etc. report. 

  • Random/“Surprise” guest or topic

 

Determine your role(s):

    You will need:

  • Characters that are being interviewed

  • Anchor people (faces of the broadcast)

  • Reporters

 

Requirements:

  • 5–8-minute group presentation

  • A name for your news or broadcasting station

  • Everyone must participate in the script writing and presentation.

  • Music, props, and costumes 

  • STRONG public speaking skills by everyone involved

 

Broadcasting presentation self reflection

Broadcasting presentation student feedback

 

 

reporter

 

anchor

 

interview

 

report

 

human interest

 

segue

 

rehearsed ad lib

I can present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

 

I can listen actively to evaluate how clear, informative, and engaging  a speech is.

Broadcasting Presentation Materials

pre writing/invention and process work

 

final draft of written speech

 

oral presentation (teacher rubric)

 

peer feedback (student rubric)

 

self evaluation (self reflection form)

2 weeks

15 Minutes of Fame Speech
(10) 11-12L1 See Grade Band 9-12 (Ongoing Skills)
(11) 9-10L1 See Grade Band 9-12 (Ongoing Skills)
(11) 9-10L2 See Grade Band 9-12 (Ongoing Skills)
(8) 9-10L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
(3) 9-10SL6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
(1) 9-10W3c Use a variety of techniques to sequence events to create cohesion and a smooth progression of experiences or events.

How do effective speakers customize their content for their purpose and audience?

STEP 1

First, you will randomly draw a paper from a hat to discover what kind of speech you must give. 

STEP 2

Next, do some light background research about your type of speech. Watch an example video, maybe read a transcript, or read articles about what your speech is and how to do it well. 

STEP 3

Complete the graphic organizer to analyze the speaking situation fully and understand exactly what you have to do.

STEP 4

Write your speech. The length on paper will vary by person; we care more about the time it takes to say than the length on paper. Your speech must last somewhere between 0:30 seconds and 1 minute 30 seconds. 

STEP 5

You will present your “speech” individually to the class; they have to GUESS what type of speech you have and rate how well they think you did! 

15 minutes of fame

 

situational awareness

 

audience awareness

 

context

 

jargon

I can not only analyze what kinds of speaking are in our everyday lives, but also practice for the speeches that I will give or hear in my lifetime.

 

I can listen actively to evaluate how clear, informative, and engaging  a speech is.

15 Minutes of Fame: A Speaking Game

pre writing/invention and process work

 

final draft of written speech

 

oral presentation (teacher rubric)

 

peer feedback (student rubric)

 

self evaluation (self reflection form)

2 weeks

Bucket List Speech
(2) 11-12SL3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; assess the premises and connections among ideas, diction, and tone.
(2) 11-12SL6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
(11) 9-10L1 See Grade Band 9-12 (Ongoing Skills)
(11) 9-10L2 See Grade Band 9-12 (Ongoing Skills)
(8) 9-10L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

What do I want to do, accomplish, or buy?

 

Why do I want these things?

 

Are these practical?

 

How can I research and plan to meet my goals? 

 

What are the next steps?

Step 1: Making Your Bucket List

Use the graphic organizer provided to make your bucket list, choose ONE for this research project, and begin finding sources. Pick a task that you can actually research and that isn’t too easy. (For example, “read a book” or “make up with that friend” won’t really work, but “Go Skydiving” or “Visit London” are complex and interesting.) The ideal task would have multiple steps or require effort/action.

 

Step 2: Present Research Findings

Finally, you will create a presentation in which you tell us what your item is and teach us how you would go about accomplishing it. (Again, telling us “why” you chose it is optional.) You have a maximum of 5 slides and 4 minutes for this.

When you make your slides, BE SPECIFIC: tell us dollar amounts, websites, street addresses, who would drive you, who would go with you, and what supplies or training you might need. You could even TEACH us about the topic and any techniques or how-tos that could help us to do it also. The point of the presentation is to make that goal “real” and for yourself AND others. 

 

bucket list

 

crib list

 

graduation list

 

ring list

 

emotional 

 

practical

 

personal

I can research the action steps to accomplish a goal.

 

I can deliver a speech that effectively conveys my goal, plan, and rationale to listeners. 

 

I can listen actively to evaluate how clear, informative, and engaging  a speech is.

bucket list graphic organizer and rubric

 

bucket list directions

pre writing/invention and process work

 

final draft of written speech

 

oral presentation (teacher rubric)

 

peer feedback (student rubric)

 

self evaluation (self reflection form)

6 weeks

Debates
(10) 11-12L1 See Grade Band 9-12 (Ongoing Skills)
(2) 11-12L2 See Grade Band 9-12 (Ongoing Skills)
(1) 11-12L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
(2) 11-12R8 Delineate and evaluate an argument in applicable texts, applying a lens (e.g. constitutional principles, logical fallacy, legal reasoning, belief systems, codes of ethics, philosophies, etc.) to assess the validity or fallacy of key arguments, determining whether the supporting evidence is relevant and sufficient. (RI&RL)
(1) 11-12W1 Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
(1) 11-12W1a Introduce precise claim(s), establish the significance of the claim(s), distinguish the claim(s) from counterclaim(s), and create an organization that logically sequences claims, counterclaims, reasons, and evidence.
(1) 11-12W1b Develop claim(s) and counterclaim(s) thoroughly and in a balanced manner, supplying the most relevant evidence for each while pointing out the strengths and limitations of both, anticipating the audience’s knowledge level, concerns, values, and possible biases.
(2) 9-10R1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration. (RI&RL)
(2) 9-10R8 Delineate and evaluate an argument and specific claims in a text, assessing the validity or fallacy of key statements by examining whether the supporting evidence is relevant and sufficient. (RI&RL)
(1) 9-10W1 Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
(1) 9-10W1a Introduce precise claim(s), distinguish the claim(s) from counterclaims, establish and organize clear relationships among claim(s), counterclaim(s), reasons, and evidence.
(1) 9-10W1b Develop claim(s) and counterclaims in a balanced manner, supplying evidence for each while pointing out the strengths and limitations of both, anticipating the audience’s knowledge level and concerns.
(1) 9-10W1e Provide a concluding statement or section that explains the significance of the argument presented.
(2) 9-10W2b Develop a topic with well-chosen relevant and sufficient facts, definitions, concrete details, quotations and paraphrased information or other examples appropriate to the audience's knowledge of the topic. Include formatting, graphics, and multimedia when useful to aid comprehension.

What is debate, and how does it differ from argument and fighting?

 

How does formal debate work?

 

How are claims supported?

 

How do logic and reasoning function in a coherent debate?

 

What research is neeed to persuasively support my claim(s)?

 

What is the right demeanor for a debate?

debate instruction

 

topic research

 

topic assignment and grouping

 

group work (research, writing, practice)

 

debate

 

feedback and reflection

debate

 

fight 

 

argument

 

Lincoln Douglas Debate

 

affirmative

 

negative

 

constructive

 

cross examination

 

rebuttal

 

opening statement

 

closing statement

 

logical fallacy

 

counterargument

 

justify

 

acknowledge

 

delineate

 

evaluate

 

claim

 

evidence

 

logic

 

reasoning

 

relevant

 

irrelevant

 

causation

 

correlation

 

 

I can…

  • explain the difference between debates, fights, and arguments.

  • describe different characteristics of debates. 

  • define counterarguments and rebuttals.

  • define domain-specific vocabulary related to debates (i.e. claim, relevant, opening argument, delineate, etc.)

  • form a claim
  • research to support a claim
  • write and speak using evidence, logic, and reasoning to support a claim
  • refute a counterclaim with evidence, logic, and reasoning
  • use a demeanor and language that is suitable for a debate

 

I can listen actively to evaluate how clear, informative, and engaging  a speech is.

debate notes and presentation

 

Ed Puzzle: How to Lincoln Douglass Debate

 

tips for opening and closing arguments

 

debate preparation template

pre writing/invention and process work

 

works cited page and annotated bibliography

 

final draft of written speech

 

oral presentation (teacher rubric)

 

peer feedback (student rubric)

 

self evaluation (self reflection form)

3 weeks

“This I Believe” Speech
(10) 11-12L1 See Grade Band 9-12 (Ongoing Skills)
(1) 11-12SL1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
(11) 9-10L1 See Grade Band 9-12 (Ongoing Skills)
(11) 9-10L2 See Grade Band 9-12 (Ongoing Skills)
(8) 9-10L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
(1) 9-10W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
(2) 9-10W3a Engage the reader by presenting a problem, conflict, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.

What makes you who you are? 

 

What is one belief that impacts you and informs how you act?

 

What experiences have shaped the development of this belief? 

 

How do you act on/display this belief in your daily life?

 

What can others gain from trying on your perspective?

This I Believe Speech instruction

 

review of narrative, descriptive, cause and effect, and exemplification modes ("show, don't tell")

 

analyis of example speeches

 

drafting and revising

 

speech delivery

 

peer feedback and self reflection

descriptive

cause and effect

exemplification

universal implication

Originality of ideas

Clarity of organization 

Personality of voice

Precision of word choice 

Maturity and variety of syntax

Conformity to conventions of Standard Written English

I can use multiple modes of writing and speaking to 

draw in an audience to show a universal implication of a personal experience or belief.

 

 

I can listen actively to evaluate how clear, informative, and engaging  a speech is.

This I Believe Directions

 

Example Speeches

pre writing/invention and process work

 

final draft of written speech

 

oral presentation (teacher rubric)

 

peer feedback (student rubric)

 

self evaluation (self reflection form)

3 weeks

True Crime/Mystery Speech
(10) 11-12L1 See Grade Band 9-12 (Ongoing Skills)
(1) 11-12R1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and for further exploration. (RI&RL)
(2) 11-12R8 Delineate and evaluate an argument in applicable texts, applying a lens (e.g. constitutional principles, logical fallacy, legal reasoning, belief systems, codes of ethics, philosophies, etc.) to assess the validity or fallacy of key arguments, determining whether the supporting evidence is relevant and sufficient. (RI&RL)
(3) 11-12SL5 Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add elements of interest to engage the audience.
(11) 9-10L1 See Grade Band 9-12 (Ongoing Skills)
(11) 9-10L2 See Grade Band 9-12 (Ongoing Skills)
(2) 9-10R1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration. (RI&RL)
(1) 9-10W1c Use precise language and content-specific vocabulary to express the appropriate complexity of the topic.
(1) 9-10W1d Use appropriate and varied transitions to make critical connections and distinctions, create cohesion, and clarify the relationships among complex ideas and concepts.

Where can I find reliable information about crimes or mysteries?

 

What are some mystery or crime stories that would engage my audience?

 

What details should I select from the entire story so that my readers understand the story yet experience suspense and are not overwhelmed with information?

 

What visual images/multimedia supporting documentation would engage my audience and help them understand the mystery or crime story?

 

What is one meaningful, universal lesson or musing that can be taken away from this mystery or story?

PJHS library vetted resource browsing, shopping for a topic

 

Written and visual presentation creation

 

Partnered Practice

 

Presentations

 

Feedback

vetted

 

suspense

 

universal lesson

 

multimedia

 

 

I can identify a mystery or true crime story that will engage my specific audience. 

 

I can peruse vetted resources to gather information and create a coherent and factual narrative.

 

I can select details and create multimedia supplements that will take my audience on a journey of suspense, then anticipate and answer all questions with the information that is available while making it clear what is still unknown. 

 

I can listen actively to evaluate how clear, informative, and engaging  a speech is.

Mystery/Crime Story Outline

 

20 Biggest Mysteries in History

 

Most Talked about Cases of 2023 (links to other years here) 

pre writing/invention and process work

 

final draft of written speech

 

oral presentation (teacher rubric)

 

peer feedback (student rubric)

 

visual aid/multimedia component 

 

self evaluation (self reflection form)

2 weeks

Eulogy
(11) 9-10L1 See Grade Band 9-12 (Ongoing Skills)
(11) 9-10L2 See Grade Band 9-12 (Ongoing Skills)
(8) 9-10L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
(1) 9-10SL4 Present claims, findings, and supporting evidence clearly, concisely, and logically; organization, development, substance, and style are appropriate to task, purpose, and audience.
(1) 9-10SL5 Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add elements of interest to engage the audience.
(3) 9-10SL6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

What is a eulogy?

 

What is the difference between a eulogy and an obituary?

 

What are the primary objectives of a eulogy?

 

What are some common elements, parts, or sections of a eulogy?

 

Who is someone about whom I could deliver a meaninful eulogy?

 

What information would I include to capture who this person was without sounding merely biographical?

subject selection

 

research as needed

 

using the outline to draft

 

revisions

 

presentations

 

feedback

eulogy

 

obituary

 

biographical

 

resume

 

tone

 

mood

 

comic relief

 

 story

 

attributes

 

closing comments

I can identify a subject about whom I can write and deliver an impactful eulogy. 

 

I can write and deliver a eulogy that clearly establishes the positive qualities of my subject and engages the audience.

 

I can create a multimedia enhancement for my eulogy. 

 

I can listen actively to evaluate how clear, informative, and engaging  a speech is.

 

Eulogy Notes and Outline

 

 

pre writing/invention and process work

 

final draft of written speech

 

oral presentation (teacher rubric)

 

peer feedback (student rubric)

 

visual aid/multimedia component 

 

self evaluation (self reflection form)

3 weeks

“How To” Instructional Speech
(10) 11-12L1 See Grade Band 9-12 (Ongoing Skills)
(3) 11-12SL5 Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add elements of interest to engage the audience.
(11) 9-10L1 See Grade Band 9-12 (Ongoing Skills)
(11) 9-10L2 See Grade Band 9-12 (Ongoing Skills)
(1) 9-10W2f Establish and maintain a style appropriate to the writing task.
(1) 9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
(2) 9-10W3a Engage the reader by presenting a problem, conflict, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.

What useful skills do I have?

 

What skill would be of the most interest/use to my specific audience? 

 

What are the steps in performing this skilled task?

 

How would I explain and demonstrate these steps to others so that they could replicate this task?

skills inventory

 

topic selection

 

writing

 

recording/photographing

 

delivery

 

feedback

demonstration

 

 interesting

 

useful

 

entertaining

 

purpose

 

significance

 

attention grabber

 

preview

 

materials

 

transition

 

brake light

 

closing statement

 

 

 

 I can identify something to demonstrate that is interesting,  useful, and/or entertaining.

 

I can write a demonstration speech that is clear, engaging, and informative.

 

I can listen actively to evaluate how clear, informative, and engaging  a speech is.

"How To"/Demonstration Speech

pre writing/invention and process work

 

final draft of written speech

 

oral presentation (teacher rubric)

 

peer feedback (student rubric)

 

visual aid/multimedia component 

 

self evaluation (self reflection form)

2 weeks

Artifact/Personal Identity Speech
(1) L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
(1) L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
(1) W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
(1) W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

What are some key aspects of my identity?

 

What objects around my room or house are important to me?

 

In what ways does one of these objects represent a personality trait, belief, or interest that helps shape who I am as an individual?

 

How can I convey the significance of this object as it pertains to my identity to listeners?

topic selection

 

drafting

 

revising

 

presentations

 

feedback

artifact

 

identity

 

value

 

belief

 

perspective

 

bridge

 

literal

 

non-literal/symbolic

 

 

I can use an artifact as a springboard for conveying a significant aspect of my personality. 

 

 I can deliver a personal artifact speech with a specific purpose, such as teaching a lesson, encouraging listeners to try something new, or disproving a stereotype. 

I can listen actively to evaluate how clear, informative, and engaging  a speech is.

Personal Artifact Speech Outline

 

pre writing/invention and process work

 

final draft of written speech

 

oral presentation (teacher rubric)

 

peer feedback (student rubric)

 

self evaluation (self reflection form)

3 weeks

Entertainment Presentation- storytelling, poetry reading, dramatic reading/re-enactment, comedy, or music and singing
(10) 11-12L1 See Grade Band 9-12 (Ongoing Skills)
(1) 11-12SL1a Come to discussions prepared, having read and researched material under study; draw on that preparation by referring to evidence to stimulate a thoughtful, well-reasoned exchange of ideas.
(2) 11-12SL3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; assess the premises and connections among ideas, diction, and tone.
(3) 11-12SL5 Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add elements of interest to engage the audience.
(11) 9-10L1 See Grade Band 9-12 (Ongoing Skills)
(11) 9-10L2 See Grade Band 9-12 (Ongoing Skills)

What can I do that will entertain my specific audience or teach them how to entertain?

 

Who might I like to collaborate with?

 

What resources and materials will I need?

 

Is this pressentation best suited to live or recorded performance? 

 

What exactly will I say/do?

 

 

 

  • 1) choose option A or B (entertain or teach how to entertain)  2) decide who, if anyone, will collaborate with you  3) identify what exactly you will present 4) write the spoken and performative content of the presentation in the document provided in Classroom and 5) practice the performance multiple times, working toward a rehearsed but unscripted performance. 

comedy

 

drama

 

storytelling

 

poetry

 

technological feat

 

 

 

 I can create a presentation that will be entertaining (and possibly educational) for my audience.

 

I can listen actively to evaluate how clear and entertaining (and perhaps informative) a speech is.

Entertainment Speech Directions

 

Entertainment Speech Draft Materials

 

 

pre writing/invention and process work

 

 

 

final draft of written speech

 

 

 

oral presentation (teacher rubric)

 

 

 

peer feedback (student rubric)

 

 

 

self evaluation (self reflection form)

 

3 Weeks

Interview Presentation
(8) 9-10L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
(2) 9-10L3a Write and edit work so that it conforms to the guidelines in a professionally recognized style manual appropriate for the discipline and writing type.
(3) 9-10SL1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.
(1) 9-10SL1a Come to discussions prepared, having read and researched material under study; draw on that preparation by referring to evidence to stimulate a thoughtful, well-reasoned exchange of ideas.
(2) 9-10SL1b Work with peers to set norms for collegial discussions and decision-making, establish clear goals, deadlines, and individual roles as needed.
(1) 9-10SL1c Pose and respond to questions that relate the discussion to broader themes or ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
(1) 9-10SL1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify personal views and understanding and make new connections in light of the evidence and reasoning presented.
(1) 9-10SL3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; identify any fallacious reasoning or exaggerated or distorted evidence.
(3) 9-10SL6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

What job might I like to interview for in the future?

 

Based on research, what skills, education, and qualities are desired for this position?

 

What questions can I anticipate  a potential employer asking me during an interview for this position?

 

What answers would make me seem like an ideal candidate?

 

What types of phrases might I like to avoid?

 

What phrases make me seem hardowrking, eager to learn, and willing to work with others?

 

What phrases might make me seem lazy, arrogant, or difficult to get along with? 

direct instruction- research sources, interview process, desired qualities and how to show them, undesired qualities and red flags

 

research

 

drafting and practice

 

interviews

demeanor

 

skills

 

assertive

 

aggressive

 

motivated

 

wait time

 

subtext

 I can analyze the qualities desired in a candidate in a field I’m interested in and prepare for an interview in that field.

 

I can create answers to interview questions that strategically demonstrate my skills, knowledge, and characteristics.

 

 

I can listen actively to evaluate how clear, informative, and engaging  a speech is.

Interview Introductions

 

Interview Work Product

 

Interview Presentation

pre writing/invention and process work

 

final draft of written speech

 

oral presentation (teacher rubric)

 

peer feedback (student rubric)

 

self evaluation (self reflection form)

1 week

Real News or Fake News? Newsroom Anchor and Field Reporter Presentation
(1) 9-10R6 Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages (e.g., examine rhetorical strategies, literary elements and devices). (RI&RL)
(1) 9-10R7 Analyze how a subject / content is presented in two or more formats by determining which details are emphasized, altered, or absent in each account. (e.g., analyze the representation of a subject / content or key scene in two different formats, examine the differences between a historical novel and a documentary). (RI&RL)
(2) 9-10R8 Delineate and evaluate an argument and specific claims in a text, assessing the validity or fallacy of key statements by examining whether the supporting evidence is relevant and sufficient. (RI&RL)
(1) 9-10R9 Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL)
(1) 9-10W1f Maintain a style and tone appropriate to the writing task.
(2) 9-10W2b Develop a topic with well-chosen relevant and sufficient facts, definitions, concrete details, quotations and paraphrased information or other examples appropriate to the audience's knowledge of the topic. Include formatting, graphics, and multimedia when useful to aid comprehension.

I can listen actively to evaluate how credible a speech is. 

Class Vote: Whose News Is Real?

1 week

Summative Peer Feedback
(1) 11-12R6 Analyze how authors employ point of view, perspective, and purpose, to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement). (RI&RL)
(1) 11-12R9 Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL)
(1) 11-12W1f Maintain a style and tone appropriate to the writing task.
(1) 11-12W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
(1) 9-10L6 Acquire and accurately use general academic and content-specific words and phrases, sufficient for reading, writing, speaking, and listening; demonstrate independence in applying vocabulary knowledge when considering a word or phrase important to comprehension or expression.

I can analyze a classmate's public presentation yearlong growth and write a letter to him or her in which I discuss his or her successes, standout moments, and suggestions for continued improvement.  

 

I canconvey constructive feedback that will help my peers continue to improve their public speaking skills.

Letter to a Classmate
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